TY - JOUR
T1 - Preservice teachers' conceptions of teaching using mobile devices and the quality of technology integration in lesson plans
AU - Tsai, Pei Shan
AU - Tsai, Chin Chung
N1 - Funding Information:
This study is, in part, supported by the Ministry of Science and Technology, Taiwan, under grant numbers of MOST 104-2511-S-027-002-MY2, MOST 106-2511-S-027-001-MY2 and MOST 106-2511-S-003-058-MY3.
PY - 2019/3
Y1 - 2019/3
N2 - This study explored the relationships among preservice teachers' conceptions of teaching using mobile devices and the quality of technology integration in lesson plans. A total of 47 preservice teachers in Taiwan who had experienced designing their own lesson plans and teaching materials (ie, eBooks and applications) for teaching using mobile devices (ie, smart phones and tablet PCs) participated in this study. The results showed that four qualitatively different conceptions of teaching using mobile devices were identified, namely “technology support,” “knowledge transmission,” “learning facilitation,” and “supporting students to learn.” This study also found that the teachers who had more constructivist perceptions of teaching using mobile devices, such as facilitating students' understanding in a convenient way or supporting student learning in a more active way, appeared to attain better quality technology integration in their lesson plans than those teachers with traditional conceptions.
AB - This study explored the relationships among preservice teachers' conceptions of teaching using mobile devices and the quality of technology integration in lesson plans. A total of 47 preservice teachers in Taiwan who had experienced designing their own lesson plans and teaching materials (ie, eBooks and applications) for teaching using mobile devices (ie, smart phones and tablet PCs) participated in this study. The results showed that four qualitatively different conceptions of teaching using mobile devices were identified, namely “technology support,” “knowledge transmission,” “learning facilitation,” and “supporting students to learn.” This study also found that the teachers who had more constructivist perceptions of teaching using mobile devices, such as facilitating students' understanding in a convenient way or supporting student learning in a more active way, appeared to attain better quality technology integration in their lesson plans than those teachers with traditional conceptions.
UR - http://www.scopus.com/inward/record.url?scp=85062103658&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85062103658&partnerID=8YFLogxK
U2 - 10.1111/bjet.12613
DO - 10.1111/bjet.12613
M3 - Article
AN - SCOPUS:85062103658
VL - 50
SP - 614
EP - 625
JO - British Journal of Educational Technology
JF - British Journal of Educational Technology
SN - 0007-1013
IS - 2
ER -